About Me

A qualified teacher with PGCE and QTS, acting SENCO and SEN Teacher who is training to become a Child and Adolescent Psychotherapist. I have 11 years’ experience working with primary and secondary children with educational needs, including those with memory and processing difficulties, anxiety, dyslexia, autism, ADHD/ADD, cognition and learning difficulties, communication and interaction difficulties, motor skills difficulties and dyscalculia.

£110 (CURRENTLY FULLY BOOKED) Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

SEN Experience: As acting SENCO and Deputy SENCO, I have worked with pupils with a range of learning needs, including those with a lack of confidence and self-esteem; memory and processing difficulties; dyslexia; fine and gross motor skills difficulties, SEMH (Social, Emotional and Mental Health); autism; language and communication needs. I have worked with pupils to develop their social skills and focus and attention and with specific learning difficulties such as dyspraxia and dyslexia.

I am an expert in finding strategies to support children with these needs and have advised other teache... Read More
SEN Experience: As acting SENCO and Deputy SENCO, I have worked with pupils with a range of learning needs, including those with a lack of confidence and self-esteem; memory and processing difficulties; dyslexia; fine and gross motor skills difficulties, SEMH (Social, Emotional and Mental Health); autism; language and communication needs. I have worked with pupils to develop their social skills and focus and attention and with specific learning difficulties such as dyspraxia and dyslexia.

I am an expert in finding strategies to support children with these needs and have advised other teachers on how to support learners with these specific difficulties. I have also created and evaluated specific interventions in schools to support the development of skills associated with these learning needs, such as a working memory intervention to support pupils with processing difficulties and a phonics programme to develop pupils reading skills. I have worked with Speech and Language Therapists and Occupational Therapists to deliver specific programmes of intervention for pupils and have trained teaching assistants in how to deliver these interventions. In my practice as a tutor, I adapt and tweak these interventions with each new pupil to give personalised, evidence-based practice in their areas of need.

As acting SENCO in a school with 30 students with EHCPs, I have chaired many Annual Review meetings and have drafted proposed EHCPs. I have also sat on the Enfield Council SEN Panel to review EHCP applications and to decide which pupils should have a Needs Assessment. I am therefore able to give advice on how provision in EHCPs should be delivered by schools and can advise on the processes behind EHCP decisions.

Building relationships with children with learning difficulties, cerebral palsy, autism, ADHD and other needs As acting SENCO, I mentored a number of pupils who were disengaged in their learning or who struggled significantly within the mainstream setting. I am trained in ‘Solution Focussed Conversations’ which focus on what the young person can do themselves to improve their situation or relationship, rather than dwelling on what they or other people did wrong. This helps to give young people the tools to make their own changes in relationships with people at home and at school. I myself build trusting, honest relationships with young people. I notice when they make an effort or change, however small. I use the language of noticing and wondering to open up conversations about what a young person might be feeling in a non threatening way. Although I do establish boundaries and expectations in our sessions, I am fun and honest with the children I work with.

Supporting children with Cerebral Palsy: As Deputy SENCO, I supported two children with diagnoses of mild Cerebral Palsy. I supported the teaching assistants of these boys to work with the Occupational Therapist’s recommendations and their teachers to make sure that they could access the learning space easily. Both of these boys were vulnerable to bullying and would often reassure their teachers that they were ‘fine’ even when they were not. As with any need, I learned the importance of speaking to their families regularly and of building trusting relationships with the pupils so as to be able to spot when something might have been troubling them.

English teaching Experience As a fully qualified English Teacher and SEN Teacher, I have a wealth of experience planning and delivering differentiated lessons that support all pupils to make progress in reading, writing and comprehension. I have taught English literature and language to secondary mainstream classes (years 7-11) throughout my career and have a strong knowledge of the national curriculum and of the key GCSE texts. Many of my former pupils went on to achieve 8s in their GCSE Language exams and I have consistently been awarded ‘outstanding’ in my lesson observations for the past 4 years.

I was literacy and intervention co-ordinator before I became Deputy SENCO and was chosen by Ruth Miskin to be a model phonics teacher, filmed by the company who create the Read, Write Inc. programme. My videos helped to train hundreds of new phonics teachers who used my teaching videos as models for their own practice and to develop as reading teachers. I have taught phonics to both primary and secondary aged children as a teacher in an all-through school, and I use phonics to teach both teach reading and spelling. I have taught handwriting skills for the past decade, both as a teaching assistant and then later in my career as an SEN English teacher, supporting pupils first to develop the fine motor skills needed to write, then to form letters and use them increasingly fluently. I am adept at helping pupils to develop their understanding of texts using Blank’s levels of questioning and have delivered reading comprehension interventions at a whole class and individual level for the past eight years, teaching pupils the skills to be able to unpick, not just the current text they are reading, but giving them the ability to unpick future texts independently. I have taught drama in mainstream schools and have directed many Shakespeare plays with KS3 and 4 children. I incorporate dramatic techniques in my lessons, often bringing texts to life with physical and vocal characterisation and by using methods like hot-seating to deepen pupils’ understanding of character motivation.

Supporting learners' self-esteem and confidence Having Special Educational Needs can mean that children have compared themselves unfavourably to their peers and perhaps don't believe in their own capacity to succeed academically. Whatever their starting point, I help the children I work with to see their successes and celebrate them because I praise my pupils for their effort and for improvements rather than their outcomes. Over time, this helps them to develop a growth mindset. They themselves become proud of the progress they have made and because they have tried their hardest, even when things are difficult.

Developing study skills and independence Having been a form tutor for five years in a school, I have had many opportunities to teach study skills and enable my tutees to become increasingly independent in their acquisition of knowledge. Learning isn’t just knowing a set of facts, it is the ability to use those facts in new contexts and to add to that set of facts over time. I teach metacognitive strategies to help with this so that my pupils aren’t just learning facts or skills, but are developing an awareness of how they are learning so that they can replicate this themselves in new contexts. This includes subject specific skills and more general skills like organisation, how to take notes, how to understand a written question and so on.

Supporting learners with fine and gross motor skills difficulties I have supported pupils with both fine and gross motor skills difficulties for a decade, using play-based approaches and programmes suggested by Occupational Therapists to develop individual pupils’ dexterity and strength so that they become better at holding pencils, using cutlery and manipulating objects. I have devised fun games and activities that, repeated over time, will develop a child’s gross motor skills, and have implemented these interventions in groups and in 1-1 sessions.

Maths teaching experience I have tutored Primary aged pupils in maths for three years, across years 1 to 5. I do not believe that learning easy ‘tricks’ will help children in their long term numeracy education, although it might make a specific activity easier to complete. Instead, children can only really excel at maths when they understand how numbers relate to each other and why. I use manipulatives and visual examples to help pupils to master the basics and then to develop deeper mathematical understanding. Once a child understands how numbers work, they are then able to understand how to solve more complex problems such as word problems which require multi-stage calculations. This approach to maths also helps children to develop a love for the subject, as they see how the different topics fit together and can use and develop their problem-solving skills to make progress in the subject.

Supporting learners with Speech, Language and Communication Needs Having worked closely with pupils with SLCN as acting SENCO, I understand how enormous this area of need is and know that until I meet your child and learn more about them, suggestions here will be very general. I use a variety of strategies to develop understanding of how to use verbal language and body language to communicate, and how to see things from other people’s shoes. In particular, I have found comic strip conversations, which I am trained in creating, to be very useful in developing social understanding and alternative courses of action. I use colourful semantics to develop pupils’ understanding of grammar and word maps to help to develop pupils’ vocabulary and their knowledge of how words link together.

Supporting learners with Autism I have worked closely with the Enfield Advisory Service for Autism over the past two years, and have been able to advise Teaching Assistants and Parents on how to support children with Autism to develop their understanding of verbal and non-verbal communication, social skills and how to understand and manage their sensory needs. I have been part of the ‘All About Me’ Programme, which helps young people to understand their diagnosis and what it means to them in a positive way, rather than because they feel singled out and in some way ‘deficient’. I have used the TEACCH system to support independence in learners with Autism so that they know where the lesson is going and feel control over their own resources and progress within the lesson. I will create social stories with your child to help yourself and them to manage situations that they are finding difficult or anxiety provoking.

Supporting learners with ADHD / focus and attention difficulties I have worked with pupils who struggle to focus for a decade, both pupils with a diagnosed need such as ADHD and those without. As an SEN teacher, I am experienced at planning lessons that are broken down into small chunks, with a variety of activities and tasks that are adapted to suit the learning style of the pupil I am working with. I use task planners and session agendas so that pupils know where they are in the session and what is coming next, and I give regular movement breaks and active tasks so that pupils can stay focussed and attentive. When working with pupils with ADHD, I help them to notice their own focus levels and work with them to develop strategies that they can use, initially with support, to de-escalate their activity or to regain focus. This is something that I want my pupils to own over time, so that they can make these choices themselves eventually.

Supporting learners with Dyslexia I have supported pupils with dyslexia across my career in education. I use a phonics-based approach to support children with dyslexia, but will also teach irregular spellings using a range of spelling rules and patterns. I use repetition and overlearning to support students to read and write more fluently and will help students to develop their own grammar checklist with which to review their writing. Often, children with dyslexia can fall into the trap of thinking that this means they ‘cannot read’ or ‘cannot spell’. I teach pupils to understand their diagnosis in a more positive way and help them to have more confidence in themselves in these skills. I also help them to understand that their dyslexia might mean that they approach problems in original ways, and that this is an advantage over non-dyslexic people!

A therapeutic approach for anxiety / SEMH While studying the emotional development of children at the Tavistock and Portman NHS Foundation, I have learnt how to listen to and support children experiencing anxiety and how to provide a safe space where they can learn to trust me. Often in schools, shy or disruptive behaviour is seen as a problem that needs to be fixed, but to really help the child we must see the behaviour as a communication and seek to understand what they are trying to tell us. Often, I have found that reluctance to engage, shyness and disruptive behaviour stems from a fear of failure. With kindness, understanding and patience, children can learn new ways of engaging in the process of learning.

Supporting pupils with memory and processing difficulties I am trained in the delivery of ‘Turnabout’, a working memory intervention that has been shown to improve a child’s ability to store increasing amounts of information in their working memories, so enabling them to process more information at one time. I incorporate this practice into my sessions with pupils to develop this capacity over time, alongside working on specific academic skills. I have worked for many years teaching nurture groups in mainstream schools, where I adapted mainstream English lessons so that every child could make progress in my classroom. I am adept at breaking down tasks into chunks and embedding learning through repetition of key concepts and skills over time. I use call and response, songs and visuals to help children to remember key knowledge and give plenty of thinking time before asking for a response. However, because a child has processing difficulties does not mean that they are unable to become independent and confident learners, so I always ensure that I give time for pupils to compete appropriate, differentiated tasks without my input so that they can develop independence and can see themselves as having mastered a skill.

Helping children to engage in learning: exploration and fun I firmly believe that learning should be fun. I plan sessions that are practical, exploratory and which use a variety of learning styles according to the needs of your child. This might mean that a maths lesson involves estimating then weighing found objects, or an English lesson involves going outside and observing the world around us before starting a creative writing piece. Because each session is grounded in a learning objective, these planned experiences are rich in learning opportunities and contribute to progress across time. We learn best when we apply new knowledge to what we already know, so I always link what I am teaching to what the pupil already knows, both intellectually and practically in their everyday life.

My Teaching Philosophy

Developing confidence and a growth mindset As teacher, coach and tutor, I have learnt that you must believe that you can learn and improve before you do so. I therefore use specific, genuine praise centred around the effort the child is putting into the task to build the confidence of my pupils. I want them to see themselves as learners and to build a growth mindset, so that instead of being afraid of making mistakes, they become equipped to overcome the challenges they face.

The learning plan to develop independence Upon meeting with you, I will work with you to create a learning plan that maps out the knowledge and skills that you would like your child to make progress in across the term or year. Each session I teach will contribute towards the learning plan, and will have its own mini-learning objective. Sessions might use the ‘I, we, you’ process, where I will model the skill being taught, work with your child to practice it, then allow them to try on their own. I often use this model multiple times within a session to build confidence, expertise and independence in the children I work with. I also often plan explorative sessions outside or in the home to help to link learning to the real world and to develop a sense of curiosity and fun in learning.

Something Sensational About Me

I live on a narrowboat, which I am always keen to answer questions about, with my cat and far too many books and plants.

Blogs or articles

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    Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.

    Availability

    • Monday 3pm - 6pm
    • Wednesday 3pm - 6pm
    • Friday 9am - 11am
    • Saturday 9am - 11am

    Qualifications and Training

    • PGCE Secondary Education – Goldsmith’s University
    • Qualified Teacher Status
    • MA (ongoing) Working with young people, children and families: a psychoanalytic observational approach – The Tavistock and Portman NHS Foundation
    • Introduction to Counselling and Psychoanalysis – The Tavistock and Portman NHS Foundation
    • Ruth Miskin Fresh Start Phonics
    • Solution Focussed Conversations with Family Based Solutions
    • Understanding Autism training
    • Social Stories Training
    • Comic S
    ... Read More
    • PGCE Secondary Education – Goldsmith’s University
    • Qualified Teacher Status
    • MA (ongoing) Working with young people, children and families: a psychoanalytic observational approach – The Tavistock and Portman NHS Foundation
    • Introduction to Counselling and Psychoanalysis – The Tavistock and Portman NHS Foundation
    • Ruth Miskin Fresh Start Phonics
    • Solution Focussed Conversations with Family Based Solutions
    • Understanding Autism training
    • Social Stories Training
    • Comic Strip Conversations Training
    • Zones of Regulation Training
    • ‘All About Me’ Training
    • Annual Review Training
    • Blanks Levels of questioning Training
    • Colourful Semantics Training

    Choose me if…

    • Your child lacks self-confidence in themselves as a learner.
    • You want to work with a teacher who is knowledgeable, professional and honest.
    • You want an experience teacher with excellent English and phonics subject knowledge
    • You want a teacher with excellent knowledge of SEN and how to engage learners with Educational Needs
    • You are seeking someone patient, positive and fun.

    SPECIFIC AREAS COVERED

    London

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    Contact us to book this tutor

      Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.




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